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Group 3 ENG23 MW 9:00-10:30

Hermano, Kris Aleli Suico, Dominic F.

Israel, Alexis Doreen U. Suico, Dewi Gillian E.

Rabuya, Liane Angeli Y. Young, Diana Frances D.

Theoretical Background

According to Hora and Oleson (2017), studying has three primary components: (1) cues about

when to study, (2) strategies to apply, and (3) resources to utilize. This will serve as the framework of

the study.

A research study conducted by University of Wisconsin-Madisons Hora and Oleson concluded

that studying is initiated by instructor- or self-generated cues. The 61 respondents discussed as to

why they started studying, which centered on the core idea of cues that trigger study behaviors. The

first aspect of the framework is stressed.

Students have different strategies as to how to study a lesson. Thus, featuring the second

aspect of the framework. In the research study of Hora and Oleson (2017), study strategies were

enumerated. Their participants stated that they review notes, read textbook, create study artifacts

(i.e. concept maps, cheat sheets, etc.), work with practice problems and reads old test materials,

review Power point slides, do homework (it wasnt specified if it was online or traditional homework),

look through online textbook tutorials (i.e. Mastering Physics), review weekly quizzes and watch

videotaped lectures. Study strategies are also related by social setting. The student either prefers to

study alone or study by group. The enumerated strategies serve as a guide for the researchers to

identify the different study habits of the Electronics Engineering students.

The third aspect of the framework are resources. Resources may come in two significant forms:

digital (technology-oriented) resources and print-based (traditional-oriented) resources. The debate

between both will be the focus of the study as to which is preferred for the Electronics Engineering

students of the University of San Carlos.

In this digital era, information is available in a click away. Thus, students are given easier

access of information. Electronic sources are more frequently used than print sources (Liu 2004) due

to its additional resources, searching capability, availability and ease of access (Liew, Foo and

Chennupati 2000). The most widely used digital resource is course website (27) which operated on

learning management system (LMS) platforms. This is followed by the websites for seeking out new

information including Google (24) and Wikipedia (13). (Hora and Oleson 2017).

Technology arouses, maintains and stimulates the learners interest. On the journal of Athens

Academy (2009), educational technology can make student study more interesting and enjoyable. The

changing images and use of special effects can reduce boredom (Demigilio, 2009). The respondents

from the study of Student Attitudes and Approaches to Online Homework favored online

homework over traditional homework because of its flexibility and ease of use. Thus, technological-

oriented study aids may enhance an individuals studying. The research team will look for more

benefits of technology in relation to the academic performance of the Electronic Engineering students.

Although technology aided may have their benefits, there are disadvantages. Studies show

that technology disrupts the students study habits for it is distracting. A study concluded that time

management as a skill was poorly mastered by 47% of the 376 respondents, and frequent use of

online social networking sites is one of the factors to the deficiency. Due to this, a significant

proportion of the students rely on the last minute cramming sessions to pass their examinations.

(Bickerdike et al 2016). Another study led by Kwong Nui Sim, revealed that though the students used
their computers regularly for non-academic, they did not use them as much for academic purposes.

The computer logs revealed that most of the students used their computers for academic purposes

only 10% of the time, while for the other 90% it was used mainly for social media and entertainment

(Sim and Butson 2014).

Because of these downsides, most still prefer traditional-oriented materials than

technological-oriented materials. Majority of researches showed that most prefer printed books over

e-books. This is because a lot of students like holding the book in their hands (Tosun 2014) and they

felt more comfortable annotating in a printed media environment (Foasberg 2015). The crucial

component of printed resources are their reliability and permanent accessibility (Dilevko and

Gottlieb). On the other hand, e-books were costly, and the respondents were worried about the

wellness of their eyes (Tosun 2014). Respondents in other studies reported that they prefer printing

out electronic documents for reading, and then do most of the reading from the print out. (Cherry &

Duff, 2002; McKnight 1997)

According to Roch (1932), even though study habits differ, no study habits seemed to be more

helpful than the other therefore all study habits are equal and only depends on the user or the

student who will apply these study habits.

The purpose of this study aims to determine if the traditional study habit or the technological-

aided study habit improves the learning process and the performance of the student in school. The

researchers would also like to investigate if using both traditional and technological-aided study habit

is very helpful to the students, most especially ECE students.